THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY WRITING

Nor, The Use of Dialogue | 158

DOI 10.24235/eltecho.v%vi%i.2179

THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY

WRITING COURSE (STUDENTS’ ACHIEVEMENT)

Hidayah Nor

[email protected]

UIN Antasari Banjarmasin

Abstract: This research is aimed to describe the use of dialogue journals

technique in improving students’ writing skill especially students’ achievement in

short essay writing course. The researcher used descriptive qualitative research

for conducting the research. The subjects of this research were the fifth semester

students of English Education Department academic year 2016-2017 and there

were two classes which involving 65 students. The instruments that were used to

get the data are the writing test in form of essay. It is considered valid based on

the view of test content and the representation of the materials tested since the test

uses content validity. Then, all the data were analyzed descriptive qualitatively

and concluded inductively. The result of this research was to provide English

lecturers with interesting and effective teaching strategies in enhancing the

students’ active participation in teaching and learning process and improving

students’ writing ability. The students were expected to use dialogue journals

activity to improve their ability in writing. This research also gave additional

value to the effort of increasing the quality of teaching English particularly

teaching writing in Indonesia.

Keywords: dialogue journals, teaching writing, essay writing course

BACKGROUND Writing is as an important skill in the EFL setting. It helps learners to acquire

English language because the activity stimulates thinking and facilitates them to develop

some language skills simultaneously. According to Bello (1997), writing, as a productive

language skill, plays an essential role in promoting language acquisition as learners’

experiment with words, sentences, and large chunks of writing to communicate their ideas

effectively and to reinforce the grammar and vocabulary they learn in class.

Based on the students’ point of view, writing is considered to be the most difficult

skill to master by them. This is not quite surprising due to the fact that while everybody

enjoys talking, not so many people consider writing as something enjoyable. White (1995,

p. iv) believes that the great rise in interest in spoken communication, characteristic of

the past 20 years, has challenged the status of writing. An ability to speak a foreign

language has then become a more highly rated skill than an ability to write in it.

Most ESL/EFL writing teachers would strongly believe with the statement that

teacher correction feedback is a necessary part of any writing course. Regarding language

use or grammar, most would also conclude that grammar correction is essential. A study

conducted by Cohen and Cavalcanti (1990) stated that teachers tend to focus more on the

use of mechanics (such as spelling, punctuation, capitalization, and paragraphing) and

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language use (such as tense, word order, articles, pronouns, and preposition) in their

students' piece of writing than on the content (such as knowledge of subject, substance,

and development of thesis) and organization (such as fluent expression, clear statement

of ideas, and logical sequencing).

However, Gray (2004), reports that previous research conducted in the last 20

years has revealed it to be wrong. Plentiful studies have also revealed that grammar

correction to second language writing students is actually discouraging to many students,

and even harmful to their writing ability.

A Journal is a record of one’ thought, feeling, experiences, usually in written form

as Prayogo (1997) stated that journal writing could provide an opportunity for the students

to express themselves through written forms. Students can express their feeling or

thoughts without the threat of their thoughts being judged later by the teacher.

Brown in his book Language Assessment (2010:134) mentioned seven types of

Journal writing:

a. Language-learning logs, in English language teaching, learning log have the

advantage of sensitizing students to the importance of getting their own goal and then

self-monitoring their achievement

b. Grammar journals, this is especially appropriate for courses and workshops that focus

on grammar.

c. Responses to readings, this type are simple responses to readings (and/or to other

material such as lectures, presentations, films, and videos).

d. Strategies based learning logs, this type is specialized journal that focus only on

strategies that learners are seeking to become aware of and to use their acquisition

process.

e. Self-assessment reflections, journals can be a stimulus for self-assessment in a more

open-ended way than through using checklist and questionnaires.

f. Diaries or attitudes, feelings, and other affective factors, teachers can thereby become

better equipped to effectively facilitate learners’ individual journeys toward their

goals.

g. Acculturation logs, is one that focuses of acculturation in a nonnative country.

A dialogue journal is an informal written conversation between student and

teacher which provides a meaningful writing activity. According to Fulwiler (2000),

journal writing is an important way of individualizing instruction and encouraging

independent thinking.

A dialogue journal, according to Peyton (1993), is a written conversation in which

a student and teacher communicate regularly (daily, weekly, etc., depending on the

educational setting) over a semester, school year, or course. Students write as much as

they choose and the teacher writes back regularly, responding to students' questions and

comments, introducing new topics, or asking questions. This kind of writing activity

makes this technique enjoyable and thus popular as a writing technique. It can be viewed

from the fact that many teachers as well as lecturers have already applied this technique

in their writing classes and lots of research studies have been carried out dealing with this

teaching technique.

To name a few, Erin Gruwell, an English teacher at Woodrow Wilson High School

in Long Beach, California, America as well as the founder of Freedom Writers

Foundation, for instance, writes in her memoir that her students are enhanced in their

writing ability after she utilizes this technique (Gruwell, 2007). In fact, Gruwell makes

an inference that a dialog journal is not only good at improving writing skill but it can



also improve students' attitudes. In EFL/ESL context, Burton and Caroll (2001) say that

this technique has already been proved effective to promote the writing skill of EFL/ESL

students in some countries.

In line with Gruwell’s and Burton and Caroll’s findings, Walker (2006) finds that

journal writing assignments can benefit students by enhancing reflection, facilitating

critical thought, expressing feelings, and writing focused arguments. Journal writing can

be adapted into a student's clinical course to assist with bridging the gap between

classroom and clinical knowledge. In addition, journals can assist athletic training

students with exploring different options for handling daily experiences.

In addition, Burniske (1994) states that since the purpose of a dialogue journal is

to supply students with a real audience and enhance their rhetorical awareness, the teacher

would respond only to the content of the student's progress, not to grammatical and

mechanical errors in the writing; instead, the teacher would lead by example, modeling

grammatical and mechanical correctness in his/her own written responses.

In sum, dialogue journal is a written conversation that is aimed to supply students

with a real audience and develop their rhetorical awareness in which a student and teacher

communicate frequently over a semester, school year, or course.

Teaching Writing by using Journal Writing Strategy

Teaching writing by using journal writing strategy can be done by asking students

to make a journal. The students are asked to write anything what they want to write. The

teacher who received the students’ journal reads the entry and responds to it. This journal

is interactive and takes the form of a conversation Tompkins (2002) states that “Most

importantly, dialogue journals are an authentic writing activity and provide the

opportunity for real communication between the student and the teacher” (p.235)

Journal writing helps learners write better and better day by day since it provides

learners with more opportunities to freely write about what they wish to whenever they

feel like writing as Hamp and Heasley (2006) recommended:

“The most obvious way you can help yourself become a good writer is by

writing. We strongly suggest that in addition to completing the tasks, you also

keep your own personal journal. Buy yourself a notebook, and try to write down

some ideas every day, in English, about anything that interests you (…). You will

surprise yourself by producing pages and pages of writing.” (p.5)

The use of dialogue journals, on the other hand, can help students to destroy or, at

least, to reduce the existing difficulty in writing. When the students are given the freedom

to write anything they want and are told that the teacher is going to respond to their

journals individually, the atmosphere becomes less frightening. This will also lead to the

writing activity with a sense of purpose and a sense of audience (Peyton, 1993). In

addition, Burniske (1994) states that since the purpose of a dialogue journal is to supply

students with a real audience and enhance their rhetorical awareness, the teacher would

respond only to the content of the student's progress, not to grammatical and mechanical

errors in the writing; instead, the teacher would lead by example, modeling grammatical

and mechanical correctness in his/her own written responses.

The idea to carry out this study first struck when the researcher assessed the

students' pieces of writing in English Education Department. In this exam, students were

to write both narrative and descriptive texts. The researcher was startled to know that


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some of the students were not competent enough in doing the writing test, especially

dealing with a narrative text. These students got lower English writing scores than what

they were expected to achieve.

All of these facts brought about an assumption that the teaching of writing at

English Education Department needs improvement. To be more specific, it was essential

that teachers, including the researcher, need to get introduced to a new technique in

teaching writing and then apply the technique in the teaching and learning process. The

word 'new' here does not necessarily mean that it is up to date or current. As long as the

teachers never utilize the technique, it could also be categorized as 'new.' The technique

that at last comes into the researcher’s mind is dialog journals.

Hence, the research objectives of the research are to know the implementation of

dialogue journals activity in teaching writing for the fifth semester students of English

Education Department at UIN Antasari Banjarmasin. To know the students’ achievement

in essay writing course for the fifth semester students of English Education Department

at UIN Antasari Banjarmasin.

Theoretically, the result of this research is expected to give some more additional

theory related to the use of dialogue journals technique in teaching writing as viewed

from the students’ achievement in essay writing course. It can also change students’

perception that not all writing activity is boring or threatening, so that they can improve

their writing ability.

On the other hand, practically, the result of this research is precious in practical

contribution to the lecturers, teachers, students, and future researchers. It is expected to

provide the lecturers and teachers with new interesting teaching technique in improving

students’ competence in teaching and learning process. The students are expected to apply

dialogue journals to improve their ability in writing competence. For future researcher, it

is expected that this research can be a reference for those who want to conduct a research

on the similar field but in different skills.

METHOD

This research is a descriptive qualitative research. Qualitative Research is

primarily exploratory research. It is used to gain an understanding of underlying reasons,

opinions, and motivations. It provides insights into the problem or helps to develop ideas

or hypotheses for potential quantitative research. This research tries to explore the use of

dialogue journals activity in teaching writing as viewed from the students’ achievement

in essay writing course for the fifth semester students of English Education Department

at UIN Antasari Banjarmasin.

The population of this research is the fifth semester of English Education

Department Students academic year 2014 who took Essay Writing Course which consists

of four classes. The numbers of population are 135 students.

Considering the large number of students, the researcher applied simple random

sampling to be involved in this study. The writer took 65 students from two classes (Class

A and D) who involved in this research.

Research Instrument

In conducting this research, there are three instruments to be used as follows: First,

writing test by asking the students to write the short essay, in this research, the lecturer

asked the students to write various essays based on the syllabi. Second, Observation, by

observing the students and the lecturer in applying dialogue journal activities and

notebooks are used during the teaching and learning process of writing. Third,



Documentation of the students’ final score when they have already finished the course at

the end of the semester.

Data Analysis

All the collected and processed data are analyzed descriptively and qualitatively.

Data analysis in a process by which data simplified into a form can be interpreted and

read easily.

FINDINGS

This part deals with the result of the research based on some facts found in the data.

It covers the use of dialogue journals activity in essay writing course as viewed from the

students’ achievement for the fifth semester students of English Education Department at

UIN Antasari Banjarmasin.

1. The implementation of dialogue journals activity in essay writing course for the

fifth semester students of English Education Department at UIN Antasari

Banjarmasin.

This research is involving 65 students of the fifth semester students who took

essay writing course. However, for the findings of the research, it was only focused on

the two examples of students’ essays in various forms to make the analysis clearer. The

students’ names are Asmariah and Nella Vicca.

Here is the sample of essay writing by Asmariah.

At The Museum

One day I was visited a museum in the country of south Kalimantan. There were

5 floors in the museum and the inside architecture reminded us of the imperial age. We

could see the top of the building from the ground floor. People from different age groups

and countries were closely observing the museum. Taking photo was prohibited;

moreover I was sometimes allured to take some hidden snaps especially when I saw the

colossal dinosaur fossil and alien ship!

The first floor of the museum had some art from famous artist of the world and

sculptures from different era. The first floor gave us the impression of visiting a theatre

or art gallery rather than museum. We came to know that some of the arts were so

expensive that one can buy an island by selling it! Then we moved to the second floor

which was full of Second World War memories. Guns, tanks and other materials from

1945 WW II had been arranged there. A video was showing some of the fighting scenes

of WW II.

When we reached third floor, it’s been already 2.5 hours. We found all the

costumers and traditional things from different parts of the world have been placed here.

One can easily learn about the customs of different ages and they were historically

famous. I felt like see the first computer, speed boat, wheel, Motor Engine and many more

famous inventions of history at this floor. In addition, I was so much dying to touch the

first for wheeler that had been placed there. I had the whole museum as much as possible

and spent almost the whole day. I was so enthralled to visit the place. Consequently, I

forgot to have lunch. To overall experience was fantastic and I learned so many things

in few hours. As soon I left the placed. I planned to revisit at home.

Here is the lecturer’s response toward the essay writing by Asmariah.

Your Descriptive essay writing is very good because you describe

the museum clearly so that the readers can imagine the museum looks like.


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However, there are some mistakes in terms of grammar and subject verb

agreement in writing and you have already checked and revised it. For the

words in bold, were the correct ones of your writing that we have already

discussed for revising.

Asmariah’s Response

Thank you so much for your suggestion and correction, and sure I would

revise it based on your notes and submitted to you as soon as I can.

Here is the sample of essay writing by Nella Vicca.

My Friend is Jamilah

Jamilah is one of my friends in A Class English 2014. She has short body, black

skin, she is very quite I think, she is very rarely spoke when in front of class or join

discussion with us in the classroom. She is very mediocre and not over powering in the

class. But I was suprised when I saw her study result card. She always get A+ in all

subjects.and I think no one knew in our class that fact, Including the fact she recived the

scholarship in the form of money 2 millions rupiah. May be she has mysterious

personality.

Here is the lecturer’s response toward the essay writing by Nella Vicca.

Your Descriptive essay writing is too short and did not include the

three components of essay (Introduction, Body, and Conclusion) and you

also still had grammar mistakes in writing and you should revise it based

on my notes and give more description about Jamilah in your writing as

clear as possible.

Nella’s Response

Thank you mom for your correction, I realized that my essay had

many weaknesses and of course I will revise I based on the notes and give

more explanation about the essay.

2. The students’ achievement in essay writing course for the fifth semester students

of English Education Department at UIN Antasari Banjarmasin.

The second research problem for this research is to know the students achievement

in short essay writing course after applying dialogue journals activity in the teaching and

learning process, and this is the results of students’ final course, and the researcher have

already categorized the students’ score from the lowest to the highest one as follows:

NO NAMA MAHASISWA NIM MID TUGAS FINAL NA BOBOT

1 MRS 1401240829 78.3 84 50 68.69 C+

2 SM 1201240764 62.5 60 73 65.95 C+

3 UM 1301240927 0 60 0 18 E


1 AA 1401240795 69.2 73.5 70 70.81 B

2 AM 1401240801 72.9 75 73 73.57 B

3 MR 1401240817 72.5 73 75 73.65 B

4 MM 1401240825 73.5 74 75 74.25 B



5 NPS 1401240770 73.7 76 70 72.91 B

6 PMC 1401241504 73.4 70 76 73.42 B

7 SH 1401240783 74.1 75 73 73.93 B


1 AM 1401240800 81.7 78 74 77.51 B+

2 AMR 1401240802 77.2 78 80 78.56 B+

3 AR 1401240804 78.7 81 74 77.51 B+

4 AB 1401240805 76.9 75 80 77.57 B+

5 AMH 1401240806 78.1 82 75 78.03 B+

6 ADR 1401240809 75.9 85 73 77.47 B+

7 DM 1401241502 76 82 78 78.6 B+

8 FH 1401240724 75.7 80.5 76.54 77.48 B+

9 FF 1401240810 75.5 76 77 76.25 B+

10 KNB 1401240812 78.1 76 81 78.63 B+

11 MNA 1401240750 78 77 80 78.5 B+

12 MHR 1401240822 76.5 82 77 78.35 B+

13 MLA 1401240835 76.2 75 82 78.16 B+

14 MNZ 1401240826 75.7 83 76 78.01 B+

15 MZA 1401240834 80.5 80 77 78.95 B+

16 RF 1401240835 73.7 79 74 75.41 B+

17 RS 1401240836 73.2 80 82 78.76 B+

18 SFI 1401241503 73.7 75 84 78.21 B+


1 ALD 1401240796 89.2 82.3 78 82.65 A

2 AMN 1401240712 83.2 85 82 83.26 A

3 AMH 1401240713 89 84 85 85.9 A

4 DA 1401240716 83 85 86 84.8 A

5 EP 1401240721 86.5 83 86 85.25 A

6 EZ 1401240723 87.5 82 84 84.45 A

7 HM 1401240812 76.7 83 82 80.71 A

8 HDI 1401240736 87 84 85 85.3 A

9 IA 1401240740 78.1 85 80 80.93 A

10 MAM 1401240819 86.9 78 80 81.47 A

11 MAH 1401240820 82 80 85 82.6 A

12 MR 1401240830 83 84 85 84.1 A

13 MN 1301240921 85.7 82 85 84.31 A

14 MMI 1401240756 79.2 81 85 82.06 A

15 NVA 1401240761 89 77 85 83.8 A

16 NI 1401240762 85.7 87.6 84.3 85.71 A


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17 NM 1401240766 83.7 83 85 84.01 A

18 NH 1401240768 78.1 85 87 83.73 A

19 NHD 1401240769 89 82 84 84.9 A

20 OE 1401240774 85.5 81.2 84 83.61 A

21 PSA 1401241505 83 82 86 83.9 A

22 SDH 1401240782 86.9 82 85 84.67 A

23 SER 1401240784 83.5 81 84 82.95 A

24 SU 1401240788 86.5 80 87 84.75 A

25 SRI 1401240789 86.5 80.7 87 84.96 A

26 SYD 1401240837 89 82 86 85.7 A

27 WK 1401240838 87 85 88 86.8 A


1 END 1401240720 87.5 88.13 94.5 90.49 A+

2 FH 1401240726 87.8 92.8 93.4 91.54 A+

3 FDP 1401240730 93.2 90.76 87.8 90.31 A+

4 FRD 1401240811 89.2 88.6 92.7 90.42 A+

5 JM 1401240741 93.7 87.3 89.7 90.18 A+

6 MA 1401240751 86.5 93.8 94.6 91.93 A+

7 M 1401240753 87.5 91.4 94.3 91.39 A+

8 MDS 1401240754 88.1 91.5 90.5 90.08 A+

9 NRI 1401240760 88.7 94.55 88.54 90.39 A+

10 NH 1401240765 86.9 92 98 92.87 A+

Based on the tables above, it can be seen that the highest score (A+) is gotten by

10 students of short essay writing class, and there were 27 students who got A, and for

B+ has successfully achieved by 18 students. For the rest, there were 7 students who got

B and 2 students have C+, and 1 student are considered failed for this course because he

did not attend the middle test and final test, so that the lecturer gave him E score.

DISCUSSION

The researcher analyzed the written texts of the dialogue journals using a scheme

of language functions developed by Shuy (1993) for his study of dialogue journal

interactions in an ESL teaching context:

1. Reporting personal facts

2. Reporting general facts

3. Reporting opinions

4. Requesting personal information

5. Requesting academic information

6. Requesting general information

7. Requesting opinions

8. Requesting clarification

9. Thanking

10. Evaluating

11. Predicting



12. Complaining

13. Apologizing

14. Giving directives

This is the finding of the research based on the theories of dialogue journals

language function, as follows:

Reporting personal facts

Jamilah is one of my friends in A Class English 2014.

Reporting general facts

There were 5 floors in the museum and the inside architecture

reminded us of the imperial age.

Reporting opinions

To overall experience was fantastic and I learned so many things in

few hours.

Requesting personal information

Give more description about Jamilah in your writing as clear as

possible.

Thanking

Thank you so much for your suggestion and correction

Evaluating

However, there are some mistakes in terms of grammar and subject

verb agreement in writing and you have already checked and revised

it.

Giving directives

For the red signs of the writing, were the correct ones of your writing that we have

already discussed for revising.

Based on the explanation above, the researcher found 7 categories of language function

of dialogue journal activities in writing, they are: (1) Reporting personal facts, (2)

Reporting general facts, (3) Reporting opinions, (4) Requesting personal information, (5)

Thanking, (6) Evaluating, (7) Giving directives.

As explained in the theoretical review, dialogue journal is a written conversation

in which a student and teacher communicate on a regular basis. Students write as much

as they choose and the teacher writes back responding to students' questions and

comments, introducing new topics, or asking questions. The teacher is actively

participating in the interchange; the lecturer also can be an evaluator who corrects or

comments on the student's writing and in this case the lecturer gave the comments and

suggestion for improving students’ writing in short essay writing course.

Dialogue journals are beneficial for all types of students including all ages and

levels because offering an interactive but individualized learning context, it also can

improve concentration, generate better quality writing, and promote understanding. In

addition, dialogue journals activity offer creative, safe and open outlets for articulation

via the written word, offer students ways to express themselves and offer teachers ways

to individually respond to each student’s needs via modeling according to each learner’s

need (Sartor, 2011).

The previous study which conducted by Haynes-Mays et al (2011) demonstrated

that daily dialogue journal writing is highly effective in improving African American

fourth-grade students’ writing skills. This improvement is based on the student’s ability

to reduce many of the AAVE features in their writings. Further, it is the direct and

constant model of the teacher’s response of Standard American English (SAE) in the


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journal that proves to be very instrumental. These beneficial outcomes were obtained

even though the experimental conditions were not significantly different on measure of

instructional progress. In line with this research, the result of this study can give the

benefit to the students to improve their writing and gave them high score in short essay

writing class.

Dialogue journals not only open a new channel of communication, but they also

provide another context for language and literacy development. Students have the

opportunity to use English in a non-threatening atmosphere, in interaction with a

proficient English speaker. Because the interaction is written, it allows students to use

reading and writing in purposeful ways and provides a natural, comfortable bridge to

other kinds of writing.

Dialogue journals are similar to personal journals. The exception is that they are

written with the intent to be shared with a teacher or classmate. The person who receives

the journal reads the entry and responds to it. These journals are interactive and take the

form of a conversation (Tompkins, 2002). “Most importantly, dialogue journals are an

authentic writing activity and provide the opportunity for real communication between

students or between a student and the teacher” (Tompkins, 2003, p.235).

Dialogue journals are particularly successful in promoting the writing

development of students learning English as a second language. Researchers have found

that these students have the most success when they have the opportunity to choose their

own topics and when their teachers contribute to the discussion by requesting a reply,

statements or other comments (Peyton & Seyoum, 1989; Reyes, 1991). Staton (1993),

states that learning to read and write for nonnative, as well as native speakers, can be a

process much like the natural, practical process of oral language acquisition as it occurs

between parents and children. Dialogue journals, as written conversations, resemble in

many ways the types of interactions characteristic of first language acquisition. Reyes

also found that students who are English Language Learners (ELL) were more successful

in writing dialogue journal entries than in writing in response to books they have read.

Dialogue journals are especially advantageous since they provide an authentic

writing experience while they help build a relationship between the teacher and student.

Among the benefits of using dialogue journals in the classroom are that they often provide

a positive writing experience for English Language Learners, they foster trusting

relationships, guide instruction, and promote discussions about literature.

CONCLUSION

The implementation of dialogue journals activity in teaching writing for the fifth

semester students of English Education Department at UIN Antasari Banjarmasin

academic year 2016/2017 is considered as a place for students to communicate with their

lecturer and allows for communication and in each informal entry, the students write to

the teacher. After that, the teacher reads the entry and responds. The students write about

a topic that is interesting to them in various types of essay based on Short Essay Writing

course syllabi. Lecturer also can use dialogue journals to help determine which stage of

invented spelling a student is in, in order to accommodate that student in classroom

instruction.

The students’ achievement in short essay writing course for the fifth semester

students of English Education Department at UIN Antasari Banjarmasin academic year

2016/2017 are very good because most of the students got A score for short essay writing



course, it is a prove that the use of dialogue journals has positive effect on students’

personal adjustment, development of awareness for audience, understanding of others,

increased motivation for purposeful writing, improved skill in conversing, and overall

growth as writers.

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THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY WRITING